The effects of technology-enhanced formative evaluation on student performance on state accountability math tests

Matthew K Burns, David A. Klingbeil, James E Ysseldyke

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

Technology-enhanced formative evaluation (TEFE) could enhance student achievement while diminishing the burden of formative evaluation for educators. The current study examined data from 360 randomly selected schools that either used a TEFE program for 1 year to 4 years 11 months, for 5 or more years, or not at all. Analyses of covariance found a significant and moderate to large (d = .51 and .78) effect on percentage of students who scored proficient on state accountability tests in math. Moreover, among schools that used TEFE, those with a non-White student population of at least 50% scored in the proficient range on state math tests at a rate equal to that of those with at least 50% White students. A significant and moderate to large (d = .71) effect was found, however, between these two groups of schools among schools that did not use a TEFE program.

Original languageEnglish (US)
Pages (from-to)582-591
Number of pages10
JournalPsychology in the Schools
Volume47
Issue number6
DOIs
StatePublished - Jul 2010

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